NEWfor 2020

Tailor-made for local curriculum and public exam

Authentic materials cover both global and local real-life topics

Essential reading skills and contextualized exercises

Eye-opening content with audio recordings ideal for self-study

Theme-based Anthology

hat’s NEW in theThird Edition

W ?Elementary: Unit 11

Beginner: Unit 5

Intermediate: Unit 1

2

New and updated readings, including topics that are in the news

1

hat’s NEW in theThird Edition

W ?

Elementary: Unit 5

Beginner: Unit 6

Intermediate: Unit 9

3

What’s New

30 texts in a variety of text types in each level

Intermediate: Unit 2

Intermediate: Unit 2

Elementary: Unit 1

4

Essential reading skills provided to help students read strategically

Some exercises ask students to apply the skill in a new text.

24 reading skills are provided in each level, which are recycled and reinforced throughout the book.

2

Some exercises require students to apply the skill in the previous article.

Beginner: Unit 1

Beginner: Unit 1

Elementary: Unit 7

Elementary: Unit 8

5

What’s New

Students can apply the reading skills in the Reading Comprehension section.

Beginner: Unit 3

Intermediate: Unit 6

Elementary: Unit 16

Expanded Vocabulary Practice sections improve studentsʼ mastery of vocabulary

Abundant exercises are provided to help students consolidate their vocabulary.

3

Target vocabulary items are highlighted in red.

Different question types test students’ understanding.

Contextualized exercises are included.

Beginner: Unit 3

Beginner: Unit 4

Intermediate: Unit 4

Intermediate: Unit 1

Elementary: Unit 3

7

What’s New

Part C focuses on collocations, word usage, and word families.

Target vocabulary items are listed at the end of each unit.

Beginner: Unit 9

Elementary: Unit 11

8

New infographics, maps and charts develop studentsʼ visual literacy

4

Elementary: Unit 5

Intermediate: Unit 10

Intermediate: Unit 5

9

What’s New

omprehensiveteaching support

C

10

Elementary: Unit 11

Elementary: Unit 3

Intermediate: Unit 1

Teacherʼs EditionConcise summaries are included for easy reference.

Additional materials are provided to facilitate teaching.

1

omprehensiveteaching support

C

11

Beginner: Unit 6

Intermediate: Unit 4

Elementary: Unit 1

Teaching Resources

Answers alongside questions make checking easy.

Challenging additional questions for more capable students

12

Beginner: Unit 5

Beginner: Unit 5

Elementary: Unit 11

Elementary: Unit 11

Video on DVD

New, authentic National Geographic videos expand on the unit topic.

An option of subtitles

2

13

Beginner: Unit 6

Intermediate: Unit 1

Teaching Resources

Audio Recordings

e-Textbook

Students can listen to the audio recordings of all reading passages by scanning the QR codes in the book.

Includes answers to all exercises, and audio and video files of all units

3

4

14

rEADING 1A SWEET LovE

rEADING 1B Food For THE FUTUrE

LESSON OVErVIEWTarget Vocabulary: addiction, advertise, battle, cut down on, drug, efficient, facilities, obvious, recommend, store

reading passage Summary: Many people consume more sugar than they realize because it’s added to so many products—drinks, condiments, bread, to name a few. Excessive sugar can lead to increased risks of heart disease, high blood pressure, and diabetes, so it is important to read labels and limit sugar consumption.

TEACHING NOTESBefore You Read A. Quiz: Explain that all items have been made with sugar. Have students do activity A and then check their answers in pairs. Ask which sugar amounts surprised them. Note that one teaspoon of sugar is about 4.2 grams.

B. Scanning: Tell students that scanning is useful when they have specific information they want to find out. Have students brainstorm in pairs before scanning the first paragraph. remind them that they only need to find out why people love sugar.

Reading Comprehension A. Comprehension: Have students read the entire passage silently and then answer the questions. Alternatively, play the audio and have students read along. Check answers as a class, asking students to give evidence for their answers using paragraph references from the reading passage.B. Scanning: remind students that, when scanning, they are searching for specific information. Check answers to activity B as a class. Ask students to identify the paragraph in which they found the correct information.

Reading Skill Have students read the paragraph on Skimming for the main Idea of paragraphs. Tell students that, when skimming, they are looking over the picture, headings, and the first and last sentences of each paragraph to get the gist or general idea.

A. Determining main Ideas: Before students skim, review the main components of a paragraph with

them: the topic sentence and supporting sentences. Explain that the main idea of a paragraph is in the topic sentence, which is usually the first or last sentence. Have students do activity A individually. Then check answers as a class.• In paragraph B, the first sentence is a quote about the connection between sugar and illness. A quote is usually a form of support for a topic sentence, so this might confuse students at first. The main point is repeated again in the last sentence of the paragraph.

B. Determining main Ideas: Have students do activity B individually. Then check answers as a class.

Critical Thinking Have students make a list of what they ate yesterday for breakfast, lunch, and dinner. Make sure they also include snacks, and any fruit and vegetables they ate. There are apps that calculate the amount of sugar in food. If possible, prepare a list of apps beforehand.

Vocabulary Practice A. Completion: This paragraph is about the history of sugar, and how our addiction started from sugarcane. Have students do activity A individually. Then have students check answers in pairs. The word addiction is often used to describe any compulsive behavior around a thing or activity, such as a food addiction or a gambling addiction. In general, the word is used to refer to serious problems, but it is also used in a more casual way to talk about something you like a lot. People may say that a person is addicted to a Tv show that they love to watch, for example.

B. Definitions: Have students do activity B individually. Then check answers as a class. • Question 6: The verb store is used in the reading passage to explain how our bodies hold onto (stock) sugar, as opposed to the noun store, which describes a place that stocks and sells things. • Question 7: The phrase cut down on is used with a noun, such as cut down on sugar, or a noun phrase, such as cut down on drinking soda. The phrase is often used to talk about limiting something in your diet, but it can also be used to talk about limiting anything that you do in excess, i.e., cut down on texting.

C. Word parts: Have students do activity C individually. Then ask students to write a new sentence with each phrasal verb.

Challenge: Have students make a list of their top three favorite sweet foods. Then divide the class into groups based on what their favorite sugary food is. Tell groups to brainstorm some ways in which they can cut down on that sugary item.

LESSON OVErVIEWTarget Vocabulary: continent, crop, flavor, historic, produce, quality, scale, seed, suggest, varietyreading passage Summary: Farmers have created “seed banks” to protect their food supply against hungry animals and extreme weather. Seed banks are crucial because they provide protection—a sort of insurance policy—for us and these plants.

TEACHING NOTESBefore You Read A. matching: Have students look at the photo and read the caption. Get them to guess the meaning of each word by using the context. They may be familiar with the word species in relation to animals. Explain that the term can be used for a related group of any living thing, including plants. Students learned the verb store in reading 1A for the action of saving something for later use. The definition for preserve may seem similar to students. Explain that the word preserve means to keep something alive or maintain it in its existing state. You can store a non-living thing but not a living thing. The verb preserve has another meaning specifically about food, which refers to the process of adding something to food to keep it from going bad.

B. predicting: Ask students to look at the photo of Cary Fowler holding seeds in a special tube. read aloud the caption and say that he’s a conservationist, which means he wants to protect certain species. Have

students discuss in pairs why he might want to protect these seeds. Ask students to think about how the Earth is changing, and how that might affect our food supply in the future. Students then practice skimming to get the gist of the entire passage and to check their ideas. Have them discuss with their partners again to see if their predictions have changed at all, but don’t give them the answers until they read the reading passage again in the next section.

Reading Comprehension A. Comprehension: Have students read the entire passage silently and then answer the questions. Alternatively, play the audio and have students read along. Check answers as a class, asking students to give evidence for their answers using paragraph references from the reading passage. Tell them to also check their predictions for Before You read, activity B.B. matching: Have students do activity B individually. Then have them compare their answers in pairs.

Reading Skill Have students read the paragraph on Identifying the purpose of paragraphs. Explain that each paragraph in a text usually has a purpose or function. Have students read the list of purposes below the paragraph. Answer any questions that students may have about meaning.

A. Identifying purpose: Have students do activity A. Then check answers as a class. Elicit examples from the text that helped students decide on each paragraph’s purpose. Write the correct answers on the board so

Unit 1 3

2 Unit 1

VIDEO SPACE Food

Text Type AnalysisLetter to the Editor• Salutation

• Point of view: “expert” opinion

• Introduction: establishes problem / news story, expresses a strong reaction to rivaling views

• Main thesis: reimagining traditional food is a long-standing practice, enriches global cultures

• First argument: reference to a famous example where famous dish was reimagined

• Explanation: description of the historical, social and economic circumstances that existed

• Conclusion: repeating the economic and cultural benefits of reimagining traditional food

• Irony: shows even Japanese people are open to the reimagining of sushi

dear Editor,

As a food critic with an addiction to Asian cuisine, I am often surprised and dismayed when people call traditional food “boring” or even “old-fashioned”. More astonishing still are those who insist chefs should not meddle with traditional recipes, arguing that famous dishes are famous because they slavishly follow recipes created at some historic point in time and place. The truth is, cooks have always adapted traditional food or made new creations to suit local tastes, the produce available, and local social and economic circumstances. The world has been all the richer for it.

The successful large-scale introduction of Japanese cuisine into North America, for instance, was made possible through both the reimagining of one dish, the sushi roll, and a cultural shift in the attitude of average Americans towards Japanese culture. The popular 1980s television series Shogun accomplished the latter, while one enterprising chef was responsible for the former by easing Americans into accepting sushi rolls. Substituting raw tuna with crab and avocado and cutting down on foreign elements such as sesame seeds was ingenious, but the chef’s masterstroke was hiding the seaweed wrap within the rice to emphasize the familiar over the exotic. The California roll was born, and arguably founded the Japanese-American fusion food industry. So successful is it that American-style sushi restaurants have appeared in Japan, becoming accepted by locals and considered playful and innovative.

• Second argument: implying Taiwanese food was not glamorous until reimagined

• rhetorical question to invite the reader to infer supporting point

• Evidence: milk tea’s popular beyond local borders

• Conclusion: restatement of thesis

• Call to action

• Writer’s name• Professional position• district

Food considered ‘traditional’ has complex origins. Taiwanese food in fact incorporates the Hakka staples of pickled vegetables and dumplings, and the Hui’s pulled noodles, fusing these traditions together centuries ago. Now Taiwanese food is being reimagined in North America, becoming a glamorous global phenomenon born out of necessity and change. Taiwanese migrants from diverse ethnic backgrounds are innovating with new crop varieties and flavors, with cooks of each ethnic tradition experimenting with and refining their region’s traditional dishes. Already beef noodle soup is being garnished with local American ingredients. And who has not tried bubble tea? This humble Taiwanese milk tea has become a global superstar–advertised on billboards across continents and drunk at McCafés in Germany. Traditional dishes can most definitely be reinvented while preserving their essential qualities–and there is both cultural and commercial value in doing so, too!

Just think of the benefits for Hong Kong if our traditional dishes received similar creative makeovers.

George LamEditor of Asian Food Adventures Tsim Sha Tsui

Language tips

1. To keep a formal tone:• Avoid contractions and slang e.g. I am rather than I’m

2. To create an authoritative, persuasive tone: • Use first person• Take a perspective that shows expertise in the topic: e.g. a food critic • display a passionate reaction: e.g. I am often surprised and dismayed• Address counterpoints: e.g. claims against reimagining traditional food• Use specialized terms: cuisine, complex

3. To present arguments:• Use direct speech: “boring”, “old-fashioned”• Use rhetorical questions to encourage the reader to agree: who has not tried bubble tea?• Use conditionals: Just think of the benefits for Hong Kong if our traditional dishes received similar creative

makeovers.• Contrast opposites: the familiar over the exotic; this humble Taiwanese milk tea has become a global

superstar• Use verbs: insist, think, refine, popularize

4. To link ideas: • Use connectives: while, More astonishing still, for instance

Video Summary: The video provides information about the type of food NASA provides its astronauts. There are food scientists at the NASA Space Food Systems Laboratory who work to design special meals that can be eaten easily in space.

Key Vocabulary: balanced diet, duration, zero gravity

TEACHING NOTES

Before You WatchA. previewing: Ask students to look at the photo and read the caption and the paragraph. They should think about the meaning of the words in bold using context clues from the text. Have them do activity A and then check answers in pairs. The adjective balanced means “equal.”

B. predicting: The photo shows food floating due to zero gravity. Have students imagine why it would be difficult to eat food in space. In pairs, have students brainstorm what things would be important when creating space food. don’t check answers yet, as students will revisit this in the next section.

While You WatchA. Gist: Play the video and have students check their predictions.

B. Short Answer: Have students read the questions (1–3). Then play the video again and have students do activity B. Check answers as a class.

Critical ThinkingHave students work in pairs and make a list of what would be good or bad space food. Have them describe each food as they think about how to rank it. Is it easy to hold? Is it healthy? does it taste good? If time allows, have pairs present their rankings and reasons to the class.

Vocabulary ReviewHave students work alone to check their understanding of the unit’s target vocabulary. If time allows, have students write an example sentence with each word. Ask for volunteers to read their completed sentences aloud to the class.

Unit 1 76 Unit 1

VIDEO SPACE Food

Text Type AnalysisLetter to the Editor• Salutation

• Point of view: “expert” opinion

• Introduction: establishes problem / news story, expresses a strong reaction to rivaling views

• Main thesis: reimagining traditional food is a long-standing practice, enriches global cultures

• First argument: reference to a famous example where famous dish was reimagined

• Explanation: description of the historical, social and economic circumstances that existed

• Conclusion: repeating the economic and cultural benefits of reimagining traditional food

• Irony: shows even Japanese people are open to the reimagining of sushi

dear Editor,

As a food critic with an addiction to Asian cuisine, I am often surprised and dismayed when people call traditional food “boring” or even “old-fashioned”. More astonishing still are those who insist chefs should not meddle with traditional recipes, arguing that famous dishes are famous because they slavishly follow recipes created at some historic point in time and place. The truth is, cooks have always adapted traditional food or made new creations to suit local tastes, the produce available, and local social and economic circumstances. The world has been all the richer for it.

The successful large-scale introduction of Japanese cuisine into North America, for instance, was made possible through both the reimagining of one dish, the sushi roll, and a cultural shift in the attitude of average Americans towards Japanese culture. The popular 1980s television series Shogun accomplished the latter, while one enterprising chef was responsible for the former by easing Americans into accepting sushi rolls. Substituting raw tuna with crab and avocado and cutting down on foreign elements such as sesame seeds was ingenious, but the chef’s masterstroke was hiding the seaweed wrap within the rice to emphasize the familiar over the exotic. The California roll was born, and arguably founded the Japanese-American fusion food industry. So successful is it that American-style sushi restaurants have appeared in Japan, becoming accepted by locals and considered playful and innovative.

• Second argument: implying Taiwanese food was not glamorous until reimagined

• rhetorical question to invite the reader to infer supporting point

• Evidence: milk tea’s popular beyond local borders

• Conclusion: restatement of thesis

• Call to action

• Writer’s name• Professional position• district

Food considered ‘traditional’ has complex origins. Taiwanese food in fact incorporates the Hakka staples of pickled vegetables and dumplings, and the Hui’s pulled noodles, fusing these traditions together centuries ago. Now Taiwanese food is being reimagined in North America, becoming a glamorous global phenomenon born out of necessity and change. Taiwanese migrants from diverse ethnic backgrounds are innovating with new crop varieties and flavors, with cooks of each ethnic tradition experimenting with and refining their region’s traditional dishes. Already beef noodle soup is being garnished with local American ingredients. And who has not tried bubble tea? This humble Taiwanese milk tea has become a global superstar–advertised on billboards across continents and drunk at McCafés in Germany. Traditional dishes can most definitely be reinvented while preserving their essential qualities–and there is both cultural and commercial value in doing so, too!

Just think of the benefits for Hong Kong if our traditional dishes received similar creative makeovers.

George LamEditor of Asian Food Adventures Tsim Sha Tsui

Language tips

1. To keep a formal tone:• Avoid contractions and slang e.g. I am rather than I’m

2. To create an authoritative, persuasive tone: • Use first person• Take a perspective that shows expertise in the topic: e.g. a food critic • display a passionate reaction: e.g. I am often surprised and dismayed• Address counterpoints: e.g. claims against reimagining traditional food• Use specialized terms: cuisine, complex

3. To present arguments:• Use direct speech: “boring”, “old-fashioned”• Use rhetorical questions to encourage the reader to agree: who has not tried bubble tea?• Use conditionals: Just think of the benefits for Hong Kong if our traditional dishes received similar creative

makeovers.• Contrast opposites: the familiar over the exotic; this humble Taiwanese milk tea has become a global

superstar• Use verbs: insist, think, refine, popularize

4. To link ideas: • Use connectives: while, More astonishing still, for instance

Video Summary: The video provides information about the type of food NASA provides its astronauts. There are food scientists at the NASA Space Food Systems Laboratory who work to design special meals that can be eaten easily in space.

Key Vocabulary: balanced diet, duration, zero gravity

TEACHING NOTES

Before You WatchA. previewing: Ask students to look at the photo and read the caption and the paragraph. They should think about the meaning of the words in bold using context clues from the text. Have them do activity A and then check answers in pairs. The adjective balanced means “equal.”

B. predicting: The photo shows food floating due to zero gravity. Have students imagine why it would be difficult to eat food in space. In pairs, have students brainstorm what things would be important when creating space food. don’t check answers yet, as students will revisit this in the next section.

While You WatchA. Gist: Play the video and have students check their predictions.

B. Short Answer: Have students read the questions (1–3). Then play the video again and have students do activity B. Check answers as a class.

Critical ThinkingHave students work in pairs and make a list of what would be good or bad space food. Have them describe each food as they think about how to rank it. Is it easy to hold? Is it healthy? does it taste good? If time allows, have pairs present their rankings and reasons to the class.

Vocabulary ReviewHave students work alone to check their understanding of the unit’s target vocabulary. If time allows, have students write an example sentence with each word. Ask for volunteers to read their completed sentences aloud to the class.

Unit 1 76 Unit 1

rEADING 1A SWEET LovE

rEADING 1B Food For THE FUTUrE

LESSON OVErVIEW

Target Vocabulary: addiction, advertise, battle,

cut down on, drug, efficient, facilities, obvious,

recommend, store

reading passage Summary: Many people consume

more sugar than they realize because it’s added to so

many products—drinks, condiments, bread, to name

a few. Excessive sugar can lead to increased risks of

heart disease, high blood pressure, and diabetes, so it is

important to read labels and limit sugar consumption.

TEACHING NOTES

Before You Read A. Quiz: Explain that all items have been made with

sugar. Have students do activity A and then check their

answers in pairs. Ask which sugar amounts surprised

them. Note that one teaspoon of sugar is about 4.2

grams.

B. Scanning: Tell students that scanning is useful

when they have specific information they want to find

out. Have students brainstorm in pairs before scanning

the first paragraph. remind them that they only need

to find out why people love sugar.

Reading Comprehension

A. Comprehension: Have students read the entire

passage silently and then answer the questions.

Alternatively, play the audio and have students read

along. Check answers as a class, asking students

to give evidence for their answers using paragraph

references from the reading passage.

B. Scanning: remind students that, when scanning,

they are searching for specific information. Check

answers to activity B as a class. Ask students to

identify the paragraph in which they found the correct

information.

Reading Skill Have students read the paragraph on Skimming for

the main Idea of paragraphs. Tell students that,

when skimming, they are looking over the picture,

headings, and the first and last sentences of each

paragraph to get the gist or general idea.

A. Determining main Ideas: Before students skim,

review the main components of a paragraph with

them: the topic sentence and supporting sentences.

Explain that the main idea of a paragraph is in the

topic sentence, which is usually the first or last

sentence. Have students do activity A individually. Then

check answers as a class.

• In paragraph B, the first sentence is a quote about

the connection between sugar and illness. A quote

is usually a form of support for a topic sentence,

so this might confuse students at first. The main

point is repeated again in the last sentence of the

paragraph.

B. Determining main Ideas: Have students

do activity B individually. Then check answers as

a class.

Critical Thinking Have students make a list of what they ate yesterday

for breakfast, lunch, and dinner. Make sure they also

include snacks, and any fruit and vegetables they ate.

There are apps that calculate the amount of sugar in

food. If possible, prepare a list of apps beforehand.

Vocabulary Practice

A. Completion: This paragraph is about the history of

sugar, and how our addiction started from sugarcane.

Have students do activity A individually. Then have

students check answers in pairs. The word addiction

is often used to describe any compulsive behavior

around a thing or activity, such as a food addiction or

a gambling addiction. In general, the word is used to

refer to serious problems, but it is also used in a more

casual way to talk about something you like a lot.

People may say that a person is addicted to a Tv show

that they love to watch, for example.

B. Definitions: Have students do activity B

individually. Then check answers as a class.

• Question 6: The verb store is used in the

reading passage to explain how our bodies

hold onto (stock) sugar, as opposed to the

noun store, which describes a place that stocks and

sells things.

• Question 7: The phrase cut down on is used

with a noun, such as cut down on sugar, or a

noun phrase, such as cut down on drinking soda.

The phrase is often used to talk about limiting

something in your diet, but it can also be used to

talk about limiting anything that you do in excess,

i.e., cut down on texting.

C. Word parts: Have students do activity C

individually. Then ask students to write a new sentence

with each phrasal verb.

Challenge: Have students make a list of their top

three favorite sweet foods. Then divide the class into

groups based on what their favorite sugary food is. Tell

groups to brainstorm some ways in which they can cut

down on that sugary item.

LESSON OVErVIEW

Target Vocabulary: continent, crop, flavor, historic,

produce, quality, scale, seed, suggest, variety

reading passage Summary: Farmers have created

“seed banks” to protect their food supply against

hungry animals and extreme weather. Seed banks are

crucial because they provide protection—a sort of

insurance policy—for us and these plants.

TEACHING NOTES

Before You Read A. matching: Have students look at the photo and

read the caption. Get them to guess the meaning of

each word by using the context. They may be familiar

with the word species in relation to animals. Explain

that the term can be used for a related group of any

living thing, including plants. Students learned the

verb store in reading 1A for the action of saving

something for later use. The definition for preserve

may seem similar to students. Explain that the word

preserve means to keep something alive or maintain

it in its existing state. You can store a non-living thing

but not a living thing. The verb preserve has another

meaning specifically about food, which refers to the

process of adding something to food to keep it from

going bad.

B. predicting: Ask students to look at the photo of

Cary Fowler holding seeds in a special tube. read

aloud the caption and say that he’s a conservationist,

which means he wants to protect certain species. Have

students discuss in pairs why he might want to protect

these seeds. Ask students to think about how the

Earth is changing, and how that might affect our food

supply in the future. Students then practice skimming

to get the gist of the entire passage and to check their

ideas. Have them discuss with their partners again to

see if their predictions have changed at all, but don’t

give them the answers until they read the reading

passage again in the next section.

Reading Comprehension

A. Comprehension: Have students read the entire

passage silently and then answer the questions.

Alternatively, play the audio and have students read

along. Check answers as a class, asking students

to give evidence for their answers using paragraph

references from the reading passage. Tell them to also

check their predictions for Before You read, activity B.

B. matching: Have students do activity B individually.

Then have them compare their answers in pairs.

Reading Skill Have students read the paragraph on Identifying

the purpose of paragraphs. Explain that each

paragraph in a text usually has a purpose or function.

Have students read the list of purposes below the

paragraph. Answer any questions that students may

have about meaning.

A. Identifying purpose: Have students do activity A.

Then check answers as a class. Elicit examples from the

text that helped students decide on each paragraph’s

purpose. Write the correct answers on the board so

Unit 1 3

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Intermediate: Unit 1

Intermediate: Unit 1

Teacherʼs Resource Disc

Includes the Teacher's Guide and audio recordings of all units

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Beginner: Unit 1

Beginner: Unit 1

Intermediate: Unit 1

Teaching Resources

Test Bank Resource DiscAdditional comprehension, vocabulary and video worksheets are provided to consolidate student's learning.

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resourcesresources

Elementary IntermediateBeginner

R eading Explorer: Theme-based Anthology (Third Edition) Teacher’s Edition

Teacher’s Resource Disc (with Audio Recordings)

V ideo on DVD

Test Bank Resource Disc

O nline Teaching Resources

e -Textbook

Additional Reading ComprehensionAdditional Vocabulary CrosswordsAdditional Communicative Activities

Additional Reading PracticeAdditional Graphic OrganizersAdditional Video Worksheets

For enquiries, please contact our Sales Manager 9860 8993 kathyngan@hkep.comMs Kathy Ngan

ist of teachingList of teachingL

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